Is Language Awareness Supported by Grammar Lessons, Indirect and Metalinguistic Feedback? An Examination of Graduate Students' Writing across Drafts

Autor/in	Loo, Daron Benjamin
Titel	Is Language Awareness Supported by Grammar Lessons, Indirect and Metalinguistic Feedback? An Examination of Graduate Students' Writing across Drafts
Quelle	In: rEFLections, 27 (2020) 1, S.1-21 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1513–5934
Schlagwörter	Graduate Students; Metalinguistics; Feedback (Response); Masters Programs; Doctoral Students; Academic Language; Writing Processes; Grammar; Foreign Countries; Teaching Methods; English for Academic Purposes; Second Language Learning; Second Language Instruction; Writing Instruction; Socialization; Error Correction; Student Attitudes; Singapore + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Metalanguage; Metasprache; Magister course; Magisterstudiengang; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Grammatik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Schreibunterricht; Socialisation; Sozialisation; Korrektur; Schülerverhalten; Singapur
Abstract	This study examines the support for developing graduate students' language awareness in academic writing drafts through the provision of grammar lessons and feedback -- indirect and metalinguistic. The study was conducted in a basic academic writing module, offered to both masters' and PhD students (n=48) at a university in Singapore. To gauge whether language awareness was supported, students completed three surveys and the researcher analyzed errors and their subsequent revisions in students' written drafts. The survey results showed students' positive perception towards grammar lessons and feedback, in terms of their usefulness and valuable impact on writing skills. Nonetheless, when students' written drafts were examined, it was noted that the impact of feedback was largely centered on the revision of grammar within drafts of the same task, instead of other higher order writing skills or in a new writing task. To ensure that IF and MF are effective in supporting language awareness, it is recommended that students be socialized with feedback practices of an instructor, and to be cognizant of their study setting. Moreover, writing instructors should configure learning objectives to reflect the developing nature of academic literacy. (As Provided).
Anmerkungen	King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01